Synchronous／Asynchronous Dialogue Scenes in School Classes

pKineto §

20200718 I summarized scenes in my classes where synchronous dialogues with the teacher or other students occur. https://docs.google.com/spreadsheets/d/1OvT4CsOWpxoxfFH54JWvgmzPfTi8rS2gkkGBYV3b2HU/edit#gid=0 (Only I should have access to it)

• After that, I might try the KJ Method.

• Purpose

  • I’m a bit stuck with kineto, so I want to organize the actual environment.

• I’m thinking about how the interactions that are happening independently in each time environment will turn out.

• Realizations

  • I realized that there are interactions that I hadn’t considered before, such as laughter in the classroom, which doesn’t directly relate to learning. I had been ignoring it, but it seems important.
  • I re-recognized the complexity of different types of classes. I had felt that there were various interactions depending on the teacher, but now I can visualize them.
  • Are synchronous questions from the teacher necessary?
    • It depends on the content and purpose. If it’s for checking understanding, then it’s definitely necessary. If it’s to broaden thinking, it may not be necessary, but it would still be beneficial.
  • In synchronous dialogues with other students,
    • There are dialogues with the “overall atmosphere.”
    • There are dialogues with “the person next to you (anyone).”
    • There are dialogues with “group work members (fixed).”
    • And various other types.
  • If you’re just observing the “atmosphere,” synchronous interactions are not necessary. But if you want to interfere or create it, synchronous interactions are necessary.
  • I finally understood what KR-sensei meant by the atmosphere of the class, etc.
  • I realized that it’s not as simple as categorizing things into synchronous or asynchronous. For example, when the teacher asks questions one by one, synchronous interactions with other students are not necessary for the answers themselves, but some level of contextual synchronization is needed.

• Should the default be “in synchronization with the teacher” or should we give up on that?

  • This is the biggest problem.
  • It might be radical to give up and explore new forms.
    • Even if I’m behind, I want to communicate with people who are on a different timeline (the teacher, future students).
    • Maybe I can turn the teacher into a time-traveling entity, haha.

• In synchronous classes, it’s not possible to simultaneously do output (writing) and input. It would be great to have the freedom to do that.

• The essence of synchronous classes may not be dialogue, but rather output.

  • Small outputs.

• The interactions lost by kineto (at the kickoff meeting) and their counterarguments (responses?):

  • Shouting in response to the teacher’s open-ended questions.
    • There are two purposes for this.
    • ① Checking understanding
      • Many students who are not keeping up with the class cannot answer.
      • By observing the degree of time manipulation, we can see who is falling behind.
    • ② Prompting understanding through questions
      • Is this possible without synchronization?
      • Well, there still needs to be a response to that.
      • Well, either way, not everyone can do it.
  • Intensive discussions among students (similar to IB language and literature class)
    • This is where I’m struggling.
    • Should I try my best with kineto?
    • Maybe it’s not that important.